Download pdf
Global Citizenship and Global Political Instability Through the Lens of COVID-19
- 1 University College London
* Author to whom correspondence should be addressed.
Abstract
The 21st century has been widely considered an era of globalization. Nevertheless, the outbreak of COVID-19 reveals that this ongoing interdependence not only brings opportunities for cooperation and common development but also global crises. In this turbulent world stricken by the pandemic, the significance of global citizenship, in which individuals identify themselves as citizens of the global village and collaboratively take actions to address global challenges, has been reiterated. This global citizenship awareness is expected to be developed through education – so-called global citizenship education (GCE). Therefore, this paper sheds light on the importance of GCE for global political stability through the lens of the COVID-19 pandemic, particularly taking geopolitical dynamics into account. It starts by enunciating the COVID-19 pandemic as a consequence of the lack of global citizenship awareness and how it precipitates global political instability. It then goes on to explore how the pandemic contributes to the promotion of GCE at a societal level. Finally, back to the school level, it analyses how the pandemic acts as a motivation to expand and reify GCE, allowing students to be prepared for the unforeseeable challenges and ensuring global political stability in the future.
Keywords
global citizenship, geopolitics, political stability, global citizenship education, COVID-19.
[1]. Held, D., McGrew, A., Goldblatt, D., & Perraton, J. (1999). Global transformations: Politics, economics and culture. Stanford University Press.
[2]. Held, D., & McGrew, A. (Eds.). (2004). The global transformations reader: An introduction to the globalization debate (2nd ed.). Polity Press.
[3]. Munro, C. L., & Savel, R. H. (2015). Viral outbreaks in an age of global citizenship. American Journal of Critical Care, 24(1), 4-6.
[4]. WHO. (2024). Coronavirus disease (COVID-19) pandemic. Retrieved from: https://www.who.int/europe/emergencies/situations/covid-19
[5]. WHO. (2020, April 27). Archived: WHO timeline – COVID-19. Retrieved from: https://www.who.int/news/item/27-04-2020-who-timeline---covid-19
[6]. Banks, J. A. (2008). Diversity, group identity, and citizenship Education in a global age. Educational Researcher, 37(3), 129–139.
[7]. Lepratti, M., & Francia, G. (2020). Education and COVID-19: The imperative of global citizenship education. Sinergias. 159-162.
[8]. Hungwe, J. P. (2022). A ‘requiem’ for global citizenship education in higher education? An analysis of the exclusive nationalistic response to the COVID-19 pandemic. Citizenship Teaching & Learning, 17(1), 109-122.
[9]. Ghosh, R., & Jing, X. (2020). Fostering global citizenship through student mobility: COVID-19 and the 4th wave in internationalization of education. Beijing International Review of Education, 2(4), 553-570.
[10]. Dower, N. (2003). An introduction to global citizenship. Edinburgh University Press.
[11]. Farahani, M. F. (2014). The role of global citizenship education in world peace and security. Procedia - Social and Behavioral Sciences, 116, 934-938.
[12]. Estelles, M., & Fischman, G. E. (2020). Imagining a Post-COVID-19 global citizenship education. Praxis Educativa, 15, 1–14.
[13]. Pisano, G. P., Sadun, R., & Zanini, M. (2020, March 27). Lessons from Italy’s response to coronavirus. Harvard Business Review. https://hbr.org/2020/03/lessons-from-italys-response-to-coronavirus
[14]. Scott, R. (2022). ‘Somehow, I don’t see it for myself’: White identity politics an antirelationality in the US right’s response to covid-19. Social Identities, 28(4), 497-512.
[15]. Schattle, H. (2009). Global citizenship in theory and practice. In R. Lewin (Ed.), The handbook of practice and research in study abroad: higher education and the quest for global citizenship (pp. 3-18). Routledge.
[16]. Ake, C. (1975). A definition of political stability. Comparative Politics, 7(2), 271-283.
[17]. Bodea, C., & Houle, C. (2022). The long-term effects of the COVID-19 pandemic on political instability and democracy. In S.E. Pollard & L.A. Kuznar (Eds.), A world emerging from pandemic: Implications for intelligence and national security (pp.113-128). NI Press.
[18]. Egunjobi, A. A. (2020). Reflections on the impact of coronavirus pandemic on the political and socioeconomic conditions of African states. International Journal of Advanced Academic Research in Social Science, Arts & Humanities, 6(8), 61-71.
[19]. Leonidovich, K.P., Yurievich, M.A., Vasil’evich, P.A., Alekseevich, V.S., & Alekseevich, K.A. (2020). Social and political development strategies: Global pandemic challenges (Covid-19). Journal of Politics and Law, 13(4), 81-87.
[20]. UNESCO. (2014). Global citizenship education: Preparing learners for the challenges of the 21st century. Paris: UNESCO. Retrieved on August 15, 2024, from https://unesdoc.unesco.org/ark:/48223/pf0000227729
[21]. Ranco, S., Gilmer, A., & Loomis, C. (2020). Global citizenship education in Canada and the U.S.: From nation-centric multiculturalism to youth engagement. In A. Akkari & K. Maleq (Eds.), Global citizenship education (pp.139-156). Springer.
[22]. Huish, R. (2021). Global citizenship amid COVID-19: why climate change and a pandemic spell the end of international experiential learning. Canadian Journal of Development Studies/Revue Canadienne D Études Du Développement, 42(4), 441–458.
[23]. Schultz, L. (2007). Educating for global citizenship. The Alberta Journal of Educational Research, 5(3), 248–258.
[24]. Hollings, S. (2020). COVID-19: The changing face of global citizenship and the rise of pandemic citizenship. Knowledge Cultures, 8(3), 81-91.
[25]. Vignoles, V. L., Jaser, Z., Taylor, F., & Ntontis, E. (2021). Harnessing shared identities to mobilized resilient responses to the COVID-19 pandemic. Political Psychology, 42(5), 817-826.
[26]. Fry, C.V., Cai, X., Zhang, Y., & Wagner, C.S. (2020). Consolidation in a crisis: Patterns of international collaboration in early COVID-19 research. Plos One, 15(7), 1-15.
[27]. Jit, M., Ananthakrishnan, A., McKee, M., Wouters, O. J., Beutels, P., & Teerawattananon, Y. (2021). Multi-country collaboration in responding to global infectious disease threats: Lessons from Europe from the COVID-19 pandemic. The Lancet Regional Health – Europe, 9(2021), 1-8.
[28]. Saperstein, E. (2022). Post-pandemic citizenship: The next phase of global citizenship education. Prospects, 53, 203-217.
Cite this article
Wang,Z. (2024). Global Citizenship and Global Political Instability Through the Lens of COVID-19. Lecture Notes in Education Psychology and Public Media,71,1-7.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of ICGPSH 2024 Workshop: Industry 5 and Society 5 – A Study from The Global Politics and Socio-Humanity Perspective
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).